Problem-based learning for professionalism and scientific integrity training of biomedical graduate students: process evaluation
Objective We conducted a process evaluation to (a) assess the effectiveness of a new problem-based learning curriculum designed to teach professionalism and scientific integrity to biomedical graduate students and (b) modify the course to enhance its relevance and effectiveness. The content presente...
| Authors: | ; ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
BMJ Publ.
2010
|
| In: |
Journal of medical ethics
Year: 2010, Volume: 36, Issue: 10, Pages: 620-626 |
| Online Access: |
Presumably Free Access Volltext (JSTOR) Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
MARC
| LEADER | 00000caa a22000002 4500 | ||
|---|---|---|---|
| 001 | 1816140015 | ||
| 003 | DE-627 | ||
| 005 | 20230427161253.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 220908s2010 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1136/jme.2009.035238 |2 doi | |
| 035 | |a (DE-627)1816140015 | ||
| 035 | |a (DE-599)KXP1816140015 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 084 | |a 1 |2 ssgn | ||
| 100 | 1 | |a Jones, L. |e VerfasserIn |4 aut | |
| 245 | 1 | 0 | |a Problem-based learning for professionalism and scientific integrity training of biomedical graduate students: process evaluation |
| 264 | 1 | |c 2010 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Objective We conducted a process evaluation to (a) assess the effectiveness of a new problem-based learning curriculum designed to teach professionalism and scientific integrity to biomedical graduate students and (b) modify the course to enhance its relevance and effectiveness. The content presented realistic cases and issues in the practice of science, to promote skill development and to acculturate students to professional norms of science.Method We used 5-step Likert-scaled questions, open-ended questions, and interviews of students and facilitators to assess curricular effectiveness.Results Both facilitators and students perceived course objectives were achieved. For example, respondents preferred active learning over lectures; both faculty and students perceived that the curriculum increased their understanding of norms, role obligations and responsibilities of professional scientists. They also reported an increased ability to identify ethical situations and felt that they had developed skills in moral reasoning and effective group work.Conclusions These data helped to improve course implementation and instructional material. For example, to correct a negative perception that this was an ‘ethics’ course, we redesigned case debriefing activities to reinforce learning objectives and important skills. We refined cases to be more engaging and relevant for students, and gave facilitators more specific training and resources for each case. The problem-based learning small group strategy can stimulate an environment whereby participants are more aware of ethical implications of science, and increase their socialisation and open communication about professional behaviour. | ||
| 601 | |a Student | ||
| 700 | 1 | |a Peiffer, M. |e VerfasserIn |4 aut | |
| 700 | 1 | |a Lambros, Ann |e VerfasserIn |4 aut | |
| 700 | 1 | |a Eldridge, J. |e VerfasserIn |4 aut | |
| 773 | 0 | 8 | |i Enthalten in |t Journal of medical ethics |d London : BMJ Publ., 1975 |g 36(2010), 10, Seite 620-626 |h Online-Ressource |w (DE-627)323607802 |w (DE-600)2026397-1 |w (DE-576)260773972 |x 1473-4257 |7 nnns |
| 773 | 1 | 8 | |g volume:36 |g year:2010 |g number:10 |g pages:620-626 |
| 856 | |3 Volltext |u http://www.jstor.org/stable/20789531 |x JSTOR | ||
| 856 | |u https://europepmc.org/articles/pmc3752918?pdf=render |x unpaywall |z Vermutlich kostenfreier Zugang |h repository [oa repository (via OAI-PMH doi match)] | ||
| 856 | 4 | 0 | |u https://doi.org/10.1136/jme.2009.035238 |x Resolving-System |z lizenzpflichtig |3 Volltext |
| 856 | 4 | 0 | |u http://jme.bmj.com/content/36/10/620.abstract |x Verlag |z lizenzpflichtig |3 Volltext |
| 935 | |a mteo | ||
| 936 | u | w | |d 36 |j 2010 |e 10 |h 620-626 |
| 951 | |a AR | ||
| ELC | |a 1 | ||
| ITA | |a 1 |t 1 | ||
| LOK | |0 000 xxxxxcx a22 zn 4500 | ||
| LOK | |0 001 4185593899 | ||
| LOK | |0 003 DE-627 | ||
| LOK | |0 004 1816140015 | ||
| LOK | |0 005 20220908053524 | ||
| LOK | |0 008 220908||||||||||||||||ger||||||| | ||
| LOK | |0 035 |a (DE-Tue135)IxTheo#2022-08-02#136CA986701CB641E78E14029DE915C8F5CC63C5 | ||
| LOK | |0 040 |a DE-Tue135 |c DE-627 |d DE-Tue135 | ||
| LOK | |0 092 |o n | ||
| LOK | |0 852 |a DE-Tue135 | ||
| LOK | |0 852 1 |9 00 | ||
| LOK | |0 866 |x JSTOR#http://www.jstor.org/stable/20789531 | ||
| LOK | |0 935 |a ixzs |a ixrk |a zota | ||
| OAS | |a 1 | ||
| ORI | |a SA-MARC-ixtheoa001.raw | ||